Feedback is having a teacher care enough about a students work to actually read it and give students positive answers or comments to their students work. Feedback helps students realize their potential in the classroom, and how well they are doing on their work. As well as how the students can keep working towards their learning goal in the classroom. Good feedback in the classroom should allow students to feel like they can use constructive criticism without hurting anyone's feelings in the classroom.
Below is a chart that teachers can use for feedback strategies:
Figure 1.1. Feedback Strategies
Feedback Strategies Can Vary In …
In These Ways …
Recommendations for Good Feedback
Timing
When given
How often
Provide immediate feedback for knowledge of facts (right/wrong).
Delay feedback slightly for more comprehensive reviews of student thinking and processing.
Never delay feedback beyond when it would make a difference to students.
Provide feedback as often as is practical, for all major assignments.
Amount
How many points made
How much about each point
Prioritize—pick the most important points.
Choose points that relate to major learning goals.
Consider the student's developmental level.
Mode
Oral
Written
Visual/demonstration
Select the best mode for the message. Would a comment in passing the student's desk suffice? Is a conference needed?
Interactive feedback (talking with the student) is best when possible.
Give written feedback on written work or on assignment cover sheets.
Use demonstration if "how to do something" is an issue or if the student needs an example.
Audience
Individual
Group/class
Individual feedback says, "The teacher values my learning."
Group/class feedback works if most of the class missed the same concept on an assignment, which presents an opportunity for reteaching.
The next table is how you as a teacher want to tell your student feedback the chart gives examples on how to make the students feel comfortable with what you want to say and how to say it in the right tone:
Figure 1.2. Feedback Content
Feedback Content Can Vary In …
In These Ways …
Recommendations for Good Feedback
Focus
On the work itself
On the process the student used to do the work
On the student's self-regulation
On the student personally
When possible, describe both the work and the process—and their relationship.
Comment on the student's self-regulation if the comment will foster self-efficacy.
Avoid personal comments.
Comparison
To criteria for good work (criterion-referenced)
To other students (norm-referenced)
To student's own past performance (self-referenced)
Use criterion-referenced feedback for giving information about the work itself.
Use norm-referenced feedback for giving information about student processes or effort.
Use self-referenced feedback for unsuccessful learners who need to see the progress they are making, not how far they are from the goal.
Function
Description
Evaluation/judgment
Describe.
Don't judge.
Valence
Positive
Negative
Use positive comments that describe what is well done.
Accompany negative descriptions of the work with positive suggestions for improvement.
Clarity
Clear to the student
Unclear
Use vocabulary and concepts the student will understand.
Tailor the amount and content of feedback to the student's developmental level.
Specificity
Nitpicky
Just right
Overly general
Tailor the degree of specificity to the student and the task.
Make feedback specific enough so that students know what to do but not so specific that it's done for them.
Identify errors or types of errors, but avoid correcting every one (e.g., copyediting or supplying right answers), which doesn't leave students anything to do.
Tone
Implications
What the student will "hear"
Choose words that communicate respect for the student and the work.
Choose words that position the student as the agent.
Choose words that cause students to think or wonder.
Types of feedback.
There are four types of feedback
1. Timing 2. Amount 3.Mode 4. Audience
1. Timing Feedback is good for when the students are still thinking about the topic or the learning target they are going over in class that day. It is also good for them to get feedback while their is still time for them to act on it. For example giving immediate oral responsive to question of fact. As well as providing flashcards to study with.
2. Amount feedback is the amount of feedback you should give to your students. It is stated that this is one of the harder things about feedback because some teachers don't know how much to give to a student. As well as students to get enough feedback so that they understand what to do but no so much as all the work being done for them. As well as students getting a good amount of feedback but not enough to overwhelm them and make them feel like they did not go well enough.
3.Mode Feedback is to be able to communicate the feedback in the most appropriate way. For example, using written comments that students can save and go back over them and look at them for help.
4.Audience feedback is to reach the appropriate students with specific feedback, to communicate through feedback that students leaning is valued. For example communicating with an individual giving information specific to that individual's performance.
How to tell if your feedback is good and making a difference in your students work.
1.Your students do learn so their work does improve 2. Your students become more motivated which causes them to believe they can learn which makes them want to learn and they have more control over their learning. 3. Your classroom becomes a place where feedback includes constructive criticism which is valued and views as productive.
Feedback is having a teacher care enough about a students work to actually read it and give students positive answers or comments to their students work. Feedback helps students realize their potential in the classroom, and how well they are doing on their work. As well as how the students can keep working towards their learning goal in the classroom. Good feedback in the classroom should allow students to feel like they can use constructive criticism without hurting anyone's feelings in the classroom.
Below is a chart that teachers can use for feedback strategies:
Figure 1.1. Feedback Strategies
The next table is how you as a teacher want to tell your student feedback the chart gives examples on how to make the students feel comfortable with what you want to say and how to say it in the right tone:
Figure 1.2. Feedback Content
Types of feedback.
There are four types of feedback
1. Timing
2. Amount
3.Mode
4. Audience
1. Timing Feedback is good for when the students are still thinking about the topic or the learning target they are going over in class that day. It is also good for them to get feedback while their is still time for them to act on it. For example giving immediate oral responsive to question of fact. As well as providing flashcards to study with.
2. Amount feedback is the amount of feedback you should give to your students. It is stated that this is one of the harder things about feedback because some teachers don't know how much to give to a student. As well as students to get enough feedback so that they understand what to do but no so much as all the work being done for them. As well as students getting a good amount of feedback but not enough to overwhelm them and make them feel like they did not go well enough.
3.Mode Feedback is to be able to communicate the feedback in the most appropriate way. For example, using written comments that students can save and go back over them and look at them for help.
4.Audience feedback is to reach the appropriate students with specific feedback, to communicate through feedback that students leaning is valued. For example communicating with an individual giving information specific to that individual's performance.
How to tell if your feedback is good and making a difference in your students work.
1.Your students do learn so their work does improve
2. Your students become more motivated which causes them to believe they can learn which makes them want to learn and they have more control over their learning.
3. Your classroom becomes a place where feedback includes constructive criticism which is valued and views as productive.